Early Intervention In Special Education

Introduction: The purpose of this handbook is to provide an overview of federal special education laws and also a framework for those needing information about special education issues. Its intended audience includes school developers, administrators and staff; school district personnel; and parents of students with disabilities who are or may be attending our schools.
Special education: In November 1975, President Gerald Ford signed the legislation now known as IDEA into law. The statute focused singular attention on children with disabilities—and required all schools and districts receiving federal dollars to provide such students with “a free and appropriate public education that emphasizes special education and related services designed
What is early intervention? What does it include? Does my child qualify? Early intervention is the process of providing services, education and support to young children who are deemed to have an established condition, those who are evaluated and deemed to have a diagnosed physical or mental condition (with a high probability of resulting in a developmental delay), an existing delay or a child who is *at-risk of developing a delay or special need that may affect their development. The purpose of early intervention is to lessen the effects of the disability or delay. Services are designed to identify and meet a child's needs in five developmental areas, including: physical development, cognitive development, communication, social or emotional development, and adaptive development. Early intervention programs and services may occur in a variety of settings, with a heavy emphasis on natural environments. These programs and/or services are proven to be most effective when started as soon as the delay or disability is identified. Child Find is a component of IDEA that requires states to identify, locate, and evaluate all children with disabilities, aged birth to 21, who are in need of early intervention or special education
The term “IEP” is used in many ways: the IEP team, the IEP team meeting, the IEP process, and the IE document. The IEP meeting serves as a communication vehicle between parents and school personnel, and enables them, as equal participants, to jointly decide what the child’s needs are based on evaluations, what services will be provided to meet those needs, and what the anticipated outcomes may be.
Communicating with Parents: The way that we communicate with parents and children plays an important role in how we develop and maintain our relationships with them. Daily conversation with parents allows us to build trust with families. It also allows for an exchange of information about a child. These daily check-ins may include how the child’s day went, parent-provider conference can be set up if there are significant problems or issues to